原著論文
小学校物語教材に潜在する筋を読み解く方法論
「三度の繰り返し」が持つ今日的意味に着眼して作品を読む
2017 年 59 巻 3 号 p. 104-120
詳細
2017 年 59 巻 3 号 p. 104-120
The purpose of this study is to propose a method of discerning the hidden plots of stories. Accordingly,I analyzed 326 stories within elementary-school textbooks according to story-grammar theory about the semantic relations between episodes and structural research of Russian,European,and Japanese old tales. The results indicate that the developmental style of“three episodic repetitions”is not a structural device that is limited to old tales. Moreover,identifying five patterns of developmental structure within the“three episodic repetitions”format,I focus on the two meaningful connections of similar and contrastive relations within the three episodic repetitions. The third of the three episodic repetitions often does not accord with the ending of the whole story,and,in such cases,the three episodic repetitions are inevitably connected though similarity relations with a major development of the story occurring after the third episodic repetition. Focusing on the three episodic repetitions can be a method for helping to discern the underlying plot of a story,and has potential learner application for interpreting stories.
